The dissertation explores the complex interplay between financial scarcity and its psychological effects, shedding light on its impact on decision-making, avoidance behavior, and perceived control.... Show moreThe dissertation explores the complex interplay between financial scarcity and its psychological effects, shedding light on its impact on decision-making, avoidance behavior, and perceived control. Through a series of experiments, we found that financial scarcity increases temporal discounting, indicating a tendency to prioritize immediate gains over future outcomes. A longitudinal study revealed a reciprocal relationship over time between financial scarcity and avoidance behavior, hinting at the existence of a psychological poverty trap. Furthermore, an experiment demonstrated that financial scarcity increases the tendency to delay bill payments. However, evidence regarding attentional disengagement from financial stressors, assessed with an eye-tracker, remained inconclusive. A global survey spanning 51 societies confirmed the negative link between financial scarcity and perceived control, but also uncovered significant cross-cultural variations. Surprisingly, in societies with lower welfare provisions and institutional quality, the negative relationship between financial scarcity and control was weaker. Likewise, collectivist and traditional values seemed to buffer against the negative effect of financial scarcity on control. The dissertation informs about the psychological reality of dealing with problematic household finances and its consequences on decisions. Show less
Cognitive processes play an important role in human mate choice. However, far less is known about this topic in non-human animals. In this thesis, I take a comparative approach to sexually... Show moreCognitive processes play an important role in human mate choice. However, far less is known about this topic in non-human animals. In this thesis, I take a comparative approach to sexually selective cognition by studying humans (Homo sapiens) and Bornean orang-utans (Pongo pygmaeus). I start by reviewing the literature on sexually selective cognition. Hereafter, I show that visual, but not auditory or olfactory attractiveness, plays a major role in initial human mate choice. Furthermore, I show that attractiveness has a profound influence on visual attention in humans, and that attentional biases towards attractive conspecifics may be associated with mate choice. I explore the same topic in Bornean orang-utans by presenting them with stimuli of fully developed males or males experiencing arrested development. The results of these studies suggest that orang-utans preferentially attend to fully developed males, but only in the eye-tracking task and not in touchscreen tasks. The last chapter explores vocalisations, and suggests that orang-utan mate preferences might reflect in female vocal behaviour. Altogether, the results of this thesis suggest that humans and orang-utans show cognitive biases towards mate-relevant traits. However, better understanding of the link between such biases and actual mate choice remains of pivotal importance. Show less
This thesis generated insights into the neural and affective signatures of connectedness between parents and adolescents and between people in general, which is operationalized by responses to eye... Show moreThis thesis generated insights into the neural and affective signatures of connectedness between parents and adolescents and between people in general, which is operationalized by responses to eye contact and empathy. Overall, our findings show that during adolescence, parents are still highly attuned to their child at the neural and affective level. In addition, adolescents report to feel more connected with their parents than with unknown others, although this was not directly reflected in stronger neural responses. Another interesting finding is that making eye contact for a prolonged period generally enhanced the socio-emotional connection between people, both between parents and adolescents and with unknown others. For individuals with a history of CEM and depressed adolescents eye contact is less socially rewarding, however, and does not seem to foster a stronger connectedness with others. Studying the psychobiological underpinnings of affiliative bonding, including the parent-adolescent bond, brings us a step closer to unraveling how such bonds are established and maintained during adolescence. And even more important: Once we know how these bonds are established, we might be better able to modify and repair these bonds in situations in which they for some reason got disrupted. Show less
Social anxiety is anxiety about negative evaluation and rejection by others. Social anxiety has been long related to reduced eye contact, this feature is seen as a casual and a maintaining factor... Show moreSocial anxiety is anxiety about negative evaluation and rejection by others. Social anxiety has been long related to reduced eye contact, this feature is seen as a casual and a maintaining factor of social anxiety disorder. However, related empirical findings were equivocal. The dissertation sought to address three key questions: (1) Whether social anxiety is featured by gaze avoidance. (2) Under which conditions socially anxious individuals display gaze avoidance. (3) To what extent subjective experience of gaze avoidance corresponds with actual gaze behavior. Using the combination of naturalistic social settings and wearable eye-trackers, the dissertation provides evidence for the relationship between social anxiety and gaze avoidance particularly in naturalistic social situation, and further reveals that the relationship depends on severity of social anxiety symptoms, type of social situation and age group. Besides, gaze anxiety is moderately associated with actual gaze avoidance. Altogether, the dissertation sheds light on the nature of gaze behavior adopted by socially anxious individuals in naturalistic social interactions. Show less
To comprehend texts readers build mental representations. To establish coherence and protect these representations against inaccuracies readers routinely monitor and validate textual information... Show moreTo comprehend texts readers build mental representations. To establish coherence and protect these representations against inaccuracies readers routinely monitor and validate textual information against two main informational sources –what they just read (the text itself) and what they know (their background knowledge). This dissertation focuses on validation processes in the context of reading comprehension. Texts today vary in accuracy and trustworthiness. To better understand how readers validate (written) materials against various sources of information, the experimental studies in this dissertation employed different research methods to examine the (neuro)cognitive architecture of the processes involved in validating against prior text (i.e., text-based validation) and validating against background knowledge (i.e., knowledge-based validation) and how these processes affect readers;’ memory for text information.Results illustrate that readers validate incoming information against these two sources in dissociable, (partially) interactive, text-based and knowledge-based validation processes. Moreover, these processes seem to protect readers’ memory against inaccuracies or incongruencies. These observations deepen our understanding of validation processes, provide starting points for investigations of people’s susceptibility to false information and how inaccurate knowledge can be revised and provide insight into the complex interplay between recently acquired knowledge from the text itself and background knowledge in constructing meaning from language. Show less
This dissertation focused on teachers’ comprehension of student progress graphs from a progress-monitoring system called Curriculum-based Measurement (CBM). CBM is designed for teachers to... Show moreThis dissertation focused on teachers’ comprehension of student progress graphs from a progress-monitoring system called Curriculum-based Measurement (CBM). CBM is designed for teachers to monitor the progress of students with learning disabilities and to evaluate instructional effectiveness for these students (Deno, 1985, 2003). Within CBM, short measures are administered to students frequently, and scores on those measures are depicted in individual progress graphs. Teachers inspect the graphs to evaluate student progress and effects of instruction. When teachers use CBM to monitor student progress and when they respond to the data by making instructional changes, student achievement improves; however, teachers often do not use the data (Stecker, Fuchs, & Fuchs, 2005). One potential reason might be that teachers have difficulty reading and interpreting the graphs. This dissertation focused on teachers’ ability to read and interpret – to comprehend – CBM graphs. We employed think-aloud and eye-tracking methodologies to examine how teachers described and inspected CBM graphs. We also examined approaches for improving teachers’ CBM graph comprehension. Results revealed that teachers experience difficulties with inspecting CBM graphs, and with reading, interpreting, and linking CBM data to instruction, but that teachers’ CBM graph comprehension can be improved via relatively short CBM instructional videos. Show less
